Before They Read: Teaching Language and Literacy
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Digital Video: Watch Me Do What I Say!
DOCUMENT RESUME ED 459 697 IR 021 056 AUTHOR Capraro, Robert M.; Capraro, Mary Margaret; Lamb, Charles E. TITLE Digital Video: Watch Me Do What I Say! PUB DATE 2001-10-00 NOTE 28p.; Paper presented at the Consortium of State Organizations for Texas Teacher Education (Corpus Christi, TX, October 14-16, 2001). PUB TYPE Reports Research (143) Speeches/Meeting Papers (150) Tests/Questionnaires (160) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Educational Technology; Higher Education; Instructional Materials; *Interactive Video; *Lesson Plans; Material Development; *Metacognition; Methods Courses; *Preservice Teacher Education; *Professional Development; *Teaching Methods IDENTIFIERS Digital Technology ABSTRACT This paper establishes a use for digital video in developing preservice teacher metacognition about the teaching process using a lesson plan-rating sheet as a guide. A lesson plan was developed to meet the specific needs of the methods instructors in a professional development program at a large public institution. The categories listed on the lesson planning document are: Instructional Objectives; State Objectives; Materials; Background Information; Learning Environment; Focus; Teaching Procedure; Explanation and Practice; Elaboration; Closure; and Assessment. After a semester of using the document, several of the methods instructors believed that preservice teachers were not successfully engaging in lesson planning and not displaying thought processes conducive to cogent, sequential, and organized lesson development. This need precipitated the development of a lesson plan-rating sheet. The lesson plan-rating sheet is based on the original lesson plan form with the addition of indicators. Those indicators are intended to focus the rater's attention on the details of lesson planning and to act as a tool to encourage discourse surrounding effective lesson planning and delivery of instruction in a mathematics methods course. -
Foundations of Reading: Effective Phonological Awareness Instruction and Progress Monitoring
Foundations of Reading: ß What is phonological awareness? Effective ß Why is phonological awareness Phonological considered to be one of the Awareness foundations of reading? Instruction ß What are some ways to teach and Progress phonological awareness to Monitoring students who are struggling with learning to read? ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 1 Phonological Phonemic Awareness Awareness Survey of Knowledge: Foundations of Reading Letter-Sound Alphabetic Knowledge Principle ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 2 Phonological awareness is understanding that spoken language conveys thoughts in words that are composed of sounds (phonemes) specific to that language. Phonological Awareness Phonological awareness is understanding that: ß Words are composed of separate sounds (phonemes); and ß Phonemes can be blended together to make words, words can be separated into phonemes, and phonemes can be manipulated to make new words. ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 3 Phonemes are the smallest units of sound in spoken words. What Are Phonemes? Phonemic awareness specifically focuses on individual sounds (known as phonemes) in words. / m / / a / / t / 1st phoneme 2nd phoneme 3rd phoneme ©2002 UT System/TEA Effective Phonological Awareness Instruction and Progress Monitoring 4 Phonological Awareness Continuum ALLITERATION ONSETS SENTENCE SYLLABLES AND PHONEMES RHYME SEGMENTATION RIMES Alliteration Segmenting Blending Blending or Producing Blending sentences syllables to segmenting groups of phonemes into into spoken say words or the initial words that words, words segmenting consonant or begin with the segmenting spoken words consonant same initial words into into syllables cluster (onset) sound individual and the vowel phonemes, and and consonant Rhyme manipulating sounds spoken phonemes in Matching the after it (rime) ending sounds spoken words of words Examples Alliteration The dog ran away. -
Barbara Mandigo Kelly Peace Poetry Contest Winners
The Gathering by Ana Reisens Adult Category, First Place In the movie we sleep fearlessly on open planes because we cannot imagine any danger more tragic than those that have already passed. For weeks we have been arriving over the earth’s broken skin, over mountains and rivers, shaking the aching flagpoles from our shoulders. Now all the priests and imams and rabbis and shamans are gathered beside the others, teachers, brothers and kings and they’re sharing recipes and cooking sweet stories over fires. Suddenly we hear a voice calling from the sky or within – or is it a radio? – and it sings of quilts and white lilies as if wool and petals were engines. It’s a lullaby, a prayer we all understand, familiar like the scent of a lover’s skin. And as we listen we remember our grandmothers’ hands, the knitted strength of staying, how silence rises like warmth from a woven blanket. And slowly the lines begin to disappear from our skin and our memories spin until we’ve forgotten the I of our own histories and everyone is holy, everyone is laughing, weeping, singing, It’s over, come over, come in. And this is it, the story, an allegory, our movie – the ending and a beginning. The producer doesn’t want to take the risk. No one will watch it, he says, but we say, Just wait. All the while a familiar song plays on the radio and somewhere in a desert far away a soldier in a tank stops as if he’s forgotten the way. -
Euell Porter
Euell Porter Material prepared by Maurice Alfred Biographical Sketch of Euell Porter 1910-1998 Edwin Euell Porter was born October 10, 1910 near Franklin, Texas and died September 23, 1998, in Waco Texas. He was the last of six children born to George W. and Alma Parker Porter. His parents worked a small farm outside of Franklin in Robertson County. George W. came from Missouri and was a second generation Irish immigrant. Euell’s mother was of Cajun descent with hair as “black as coal.” His twin sisters, Addis Mae and Gladys Faye, and his brothers, Richard Bland, Samuel Lewis, and George Felton, took care of their little brother almost from his birth. When Porter was about six, his mother became bedridden with influenza and he remembered his mother saying “bring that baby here and let him stand by the bed and sing for me.” Though his mother was ill, the Porter’s sang and made music each night, with his sister Addis or his brother Sam playing the piano, and the rest of the family singing. His mother’s illness became progressively worse, and she died when he was eight. After her death, the family moved to a farm near Pettaway, Texas. Their new house and farm were much larger, with one room set aside for music. In the music room there was a pump organ and a five pedal upright piano. The family continued its tradition of singing, with his sister Addis Mae playing the organ and brother Samuel Lewis playing the piano. In the early 1920’s, Porter attended a singing school in Boone Prairie and it was there he learned to read shaped notes. -
Westminster CO - Results Overalls Award ROUTINE TITLE STUDIO NAME
Westminster CO - Results Overalls Award ROUTINE TITLE STUDIO NAME President’s Award I KNOW ALL WHAT I DO Revolution Dance Academy National WHEN SHE CAME BACK Revolution Dance Academy Director’s Award Choreography Award I KNOW ALL WHAT I DO (Estrella Helen, & Freehling, Antonia) Revolution Dance Academy Choreography Award WHEN SHE CAME BACK (Leon, Kevin) Revolution Dance Academy Overall Small Fry THE BIG DOLL HOUSE Colorado School of Dance Group/Line Overall Junior BYE BYE BLACKBIRD Bella Danze Artz Group/Line Overall Pre-Teen HANGING BY A THREAD Revolution Dance Academy Group/Line Overall Teen WILD HEARTS (I KNOW ALL WHAT I DO – President Award) Revolution Dance Academy Group/Line Regional Title Winners TITLE ROUTINE TITLE / DANCER STUDIO NAME Small Fry Miss DEA FAITH (SOPHIA FREEMAN) Colorado School of Dance Junior Miss DEA LOVE RUNS OUT (ALESSA FRANKS) Colorado School of Dance Pre-Teen Miss DEA YOU CAN DO ANYTHING (NICOLE HAMILTON) Revolution Dance Academy Teen Miss DEA WHEN SHE CAME BACK (ELIZABETH SALVADOR) Revolution Dance Academy Miss DEA DROPS OF JUPITER (ABBY RICH) Airborne Dance Scholarship Winners SCHOLARSHIP DANCER STUDIO NAME National Workshop Abby Rich Airborne Dance National Workshop Alessa Franks Colorado School of Dance National Workshop Alicia Bohren Airborne Dance National Workshop Alicia King Airborne Dance National Workshop Brynn Cooper Colorado School of Dance National Workshop Chandler Isom Airborne Dance National Workshop Cheyenne Wilson Revolution Dance Academy National Workshop Claira Watson Colorado School of -
MEIEA 2014 Color.Indd
Journal of the Music & Entertainment Industry Educators Association Volume 14, Number 1 (2014) Bruce Ronkin, Editor Northeastern University Published with Support from Songs As Branding Platforms? A Historical Analysis of People, Places, and Products in Pop Music Lyrics Storm Gloor University of Colorado Denver Abstract Artists have become decidedly more accustomed to partnering with product marketers. Typically, though, the relationships have involved tour sponsorships, endorsements, or the use of the artist’s music in commer- cials. There are plenty of examples of using popular music in advertising. However, how often has there been advertising in popular music? Artists are in a sense “brands.” Many of them appear to promote or acquaint au- diences with their lifestyles through the music they create. Popular songs can serve not only as a mechanism for the subtle marketing of commer- cial consumer products, but also as a platform for marketing artists. Three types of branding devices are typically employed by songwriters: the men- tion of specific product brands, geographical places including cities and states, and well-known people (e.g., celebrities, cultural icons, and politi- cians). The aim of this study is to identify just how often these three types of lyrical references have occurred in popular songs through the years. How frequently have popular songs employed lyrics that may be serving the purpose of branding or advertising consumer products or the artists themselves, and are there observable trends regarding the practice over -
Songs by Title Karaoke Night with the Patman
Songs By Title Karaoke Night with the Patman Title Versions Title Versions 10 Years 3 Libras Wasteland SC Perfect Circle SI 10,000 Maniacs 3 Of Hearts Because The Night SC Love Is Enough SC Candy Everybody Wants DK 30 Seconds To Mars More Than This SC Kill SC These Are The Days SC 311 Trouble Me SC All Mixed Up SC 100 Proof Aged In Soul Don't Tread On Me SC Somebody's Been Sleeping SC Down SC 10CC Love Song SC I'm Not In Love DK You Wouldn't Believe SC Things We Do For Love SC 38 Special 112 Back Where You Belong SI Come See Me SC Caught Up In You SC Dance With Me SC Hold On Loosely AH It's Over Now SC If I'd Been The One SC Only You SC Rockin' Onto The Night SC Peaches And Cream SC Second Chance SC U Already Know SC Teacher, Teacher SC 12 Gauge Wild Eyed Southern Boys SC Dunkie Butt SC 3LW 1910 Fruitgum Co. No More (Baby I'm A Do Right) SC 1, 2, 3 Redlight SC 3T Simon Says DK Anything SC 1975 Tease Me SC The Sound SI 4 Non Blondes 2 Live Crew What's Up DK Doo Wah Diddy SC 4 P.M. Me So Horny SC Lay Down Your Love SC We Want Some Pussy SC Sukiyaki DK 2 Pac 4 Runner California Love (Original Version) SC Ripples SC Changes SC That Was Him SC Thugz Mansion SC 42nd Street 20 Fingers 42nd Street Song SC Short Dick Man SC We're In The Money SC 3 Doors Down 5 Seconds Of Summer Away From The Sun SC Amnesia SI Be Like That SC She Looks So Perfect SI Behind Those Eyes SC 5 Stairsteps Duck & Run SC Ooh Child SC Here By Me CB 50 Cent Here Without You CB Disco Inferno SC Kryptonite SC If I Can't SC Let Me Go SC In Da Club HT Live For Today SC P.I.M.P. -
``Sweet Saturday Night'': British Music Hall and the First World
“Sweet Saturday Night”: British Music Hall and the First World War John Mullen To cite this version: John Mullen. “Sweet Saturday Night”: British Music Hall and the First World War. Michelle Mein- hart. A Great Divide or a Longer Nineteenth Century? Britain, Music and the First World War, Routledge, 2020. hal-02428209 HAL Id: hal-02428209 https://hal-normandie-univ.archives-ouvertes.fr/hal-02428209 Submitted on 5 Jan 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. ‘Sweet Saturday Night’: British Music Hall and the First World War John Mullen University of Rouen, research team ERIAC Rupture and continuity are the bread and butter of the historian’s sandwich. Neither is, generally speaking, absent from a given historical earthquake, but they may be present in many different forms. The Great War as ‘great divide’ has been explored in the historiography in a number of manners. For Arthur Marwick,1 the war was ‘The Deluge’, and this biblical image was chosen to suggest the irrevocable social changes (sometimes positive, he felt) brought about by the conflict. For Paul Fussell,2 the war was a moment of enduring transformation of aesthetic modes of expression: the experiences of the canonical creative minds of that generation, he claims, led to their rejecting of the old, Romantic ways of seeing the world. -
Songs by Artist
Songs by Artist Artist Title DiscID 10,000 Maniacs Because The Night 00321,15543 10,000 Maniacs Candy Everybody Wants 10942 10,000 Maniacs Like The Weather 05969 10,000 Maniacs More Than This 06024 10cc Donna 03724 10cc Dreadlock Holiday 03126 10cc I'm Mandy Fly Me 03613 10cc I'm Not In Love 11450,14336 10cc Rubber Bullets 03529 10cc Things We Do For Love, The 14501 112 Dance With Me 09860 112 Peaches & Cream 09796 112 Right Here For You 05387 112 & Ludacris Hot & Wet 05373 112 & Super Cat Na Na Na 05357 12 Stones Far Away 12529 1999 Man United Squad Lift It High (All About Belief) 04207 2 Brothers On 4th Come Take My Hand 02283 2 Evisa Oh La La La 03958 2 Pac Dear Mama 11040 2 Pac & Eminem One Day At A Time 05393 2 Pac & Eric Will Do For Love 01942 2 Unlimited No Limits 02287,03057 21st Century Girls 21st Century Girls 04201 3 Colours Red Beautiful Day 04126 3 Doors Down Be Like That 06336,09674,14734 3 Doors Down Duck & Run 09625 3 Doors Down Kryptonite 02103,07341,08699,14118,17278 3 Doors Down Let Me Go 05609,05779 3 Doors Down Loser 07769,09572 3 Doors Down Road I'm On, The 10448 3 Doors Down When I'm Gone 06477,10130,15151 3 Of Hearts Arizona Rain 07992 311 All Mixed Up 14627 311 Amber 05175,09884 311 Beyond The Grey Sky 05267 311 Creatures (For A While) 05243 311 First Straw 05493 311 I'll Be Here A While 09712 311 Love Song 12824 311 You Wouldn't Believe 09684 38 Special If I'd Been The One 01399 38 Special Second Chance 16644 3LW I Do (Wanna Get Close To You) 05043 3LW No More (Baby I'm A Do Right) 09798 3LW Playas Gon' Play -
P. Diddy with Usher I Need a Girl Pablo Cruise Love Will
P Diddy Bad Boys For Life P Diddy feat Ginuwine I Need A Girl (Part 2) P. Diddy with Usher I Need A Girl Pablo Cruise Love Will Find A Way Paladins Going Down To Big Mary's Palmer Rissi No Air Paloma Faith Only Love Can Hurt Like This Pam Tillis After A Kiss Pam Tillis All The Good Ones Are Gone Pam Tillis Betty's Got A Bass Boat Pam Tillis Blue Rose Is Pam Tillis Cleopatra, Queen Of Denial Pam Tillis Don't Tell Me What To Do Pam Tillis Every Time Pam Tillis I Said A Prayer For You Pam Tillis I Was Blown Away Pam Tillis In Between Dances Pam Tillis Land Of The Living, The Pam Tillis Let That Pony Run Pam Tillis Maybe It Was Memphis Pam Tillis Mi Vida Loca Pam Tillis One Of Those Things Pam Tillis Please Pam Tillis River And The Highway, The Pam Tillis Shake The Sugar Tree Panic at the Disco High Hopes Panic at the Disco Say Amen Panic at the Disco Victorious Panic At The Disco Into The Unknown Panic! At The Disco Lying Is The Most Fun A Girl Can Have Panic! At The Disco Ready To Go Pantera Cemetery Gates Pantera Cowboys From Hell Pantera I'm Broken Pantera This Love Pantera Walk Paolo Nutini Jenny Don't Be Hasty Paolo Nutini Last Request Paolo Nutini New Shoes Paolo Nutini These Streets Papa Roach Broken Home Papa Roach Last Resort Papa Roach Scars Papa Roach She Loves Me Not Paper Kites Bloom Paper Lace Night Chicago Died, The Paramore Ain't It Fun Paramore Crush Crush Crush Paramore Misery Business Paramore Still Into You Paramore The Only Exception Paris Hilton Stars Are Bliind Paris Sisters I Love How You Love Me Parody (Doo Wop) That -
Teaching the Media with Mouse Woman: Adventures in Imaginative Education
Teaching the Media with Mouse Woman: Adventures in Imaginative Education by Kymberley Stewart M.A., Simon Fraser University, 2004 Thesis Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Curriculum Theory & Implementation Program Faculty of Education Kymberley Stewart 2014 SIMON FRASER UNIVERSITY Summer 2014 Approval Name: Kymberley Stewart Degree: Doctor of Philosophy (Education) Title: Teaching the Media with Mouse Woman: Adventures in Imaginative Education Examining Committee: Chair: Allan MacKinnon Associate Professor Mark Fettes Senior Supervisor Associate Professor Kieran Egan Supervisor Professor Michael Ling Supervisor Senior Lecturer Lynn Fels Internal/External Examiner Associate Professor Faculty of Education David Jardine External Examiner Professor Faculty of Education University of Calgary Date Defended: August 20, 2014 ii Partial Copyright Licence iii Ethics Statement iv Abstract Concerns have been expressed for decades over the impact of an increasingly media-saturated environment on young children. Media education, however, occupies a somewhat marginal place in compulsory schooling, and its theorists and practitioners have given relatively little attention to the question of how to teach the media to elementary school children. This question is explored through an auto-ethnography and métissage spanning more than twenty years of media use, media studies, and media education. Three shifts in emphasis are particularly central to the thesis. The first is a shift from a protectionist to a more open, albeit critical stance with respect to children‘s media use. The second is a shift from conceiving of media education in terms of a pre-packaged curriculum towards the co-construction of learning experiences with the students, guided by Egan‘s theory of imaginative education. -
Vocabulary and Phonological Awareness in 3- to 4-Year-Old Children: Effects of a Training Program
Wilfrid Laurier University Scholars Commons @ Laurier Theses and Dissertations (Comprehensive) 2010 Vocabulary and Phonological Awareness in 3- to 4-Year-Old Children: Effects of a Training Program Iuliana Elena Baciu Wilfrid Laurier University Follow this and additional works at: https://scholars.wlu.ca/etd Part of the Child Psychology Commons Recommended Citation Baciu, Iuliana Elena, "Vocabulary and Phonological Awareness in 3- to 4-Year-Old Children: Effects of a Training Program" (2010). Theses and Dissertations (Comprehensive). 1108. https://scholars.wlu.ca/etd/1108 This Dissertation is brought to you for free and open access by Scholars Commons @ Laurier. It has been accepted for inclusion in Theses and Dissertations (Comprehensive) by an authorized administrator of Scholars Commons @ Laurier. For more information, please contact [email protected]. Library and Archives Biblioth&que et, 1*1 Canada Archives Canada Published Heritage Direction du Branch Patrimoine de l'6dition 395 Wellington Street 395, rue Wellington Ottawa ON K1A 0N4 Ottawa ON K1A 0N4 Canada Canada Your file Votre reference ISBN: 978-0-494-68757-4 Our file Notre inference ISBN: 978-0-494-68757-4 NOTICE: AVIS: The author has granted a non- L'auteur a accorde une licence non exclusive exclusive license allowing Library and permettant a la Bibliothdque et Archives Archives Canada to reproduce, Canada de reproduce, publier, archiver, publish, archive, preserve, conserve, sauvegarder, conserver, transmettre au public communicate to the public by par telecommunication ou par I'lnternet, preter, telecommunication or on the Internet, distribuer et vendre des theses partout dans le loan, distribute and sell theses monde, a des fins commerciales ou autres, sur worldwide, for commercial or non- support microforme, papier, electronique et/ou commercial purposes, in microform, autres formats.